Chinese (Version 8.4)

Years 7 and 8 Band Description

The nature of the learners

Students are beginning their study of Chinese and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different home languages and bring existing language learning strategies and intercultural awareness to the new experience of learning Chinese. Students’ textual knowledge developed through English literacy learning supports their ability to access similar text types in Chinese. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage of social development and to consider issues of how the experience impacts on their sense of ‘norms’ associated with their first language and culture.

Chinese language learning and use

The systems of spoken and written language in Chinese are distinct. They are also quite distinct from the English language system. Because of the role of character learning and its impact on reading and writing, learners’ spoken language use is more advanced than their written language use; therefore, students will be immersed in the sights and sounds of Chinese. They develop oral language through active listening, observing interactions between native speakers, and using the spoken language for purposes such as socialising, transacting and getting things done, sharing information and engaging in imaginative performance. They are likely to understand more words than they can say or write. They use Pinyin as a resource to support learning, prepare drafts of oral and written texts, and learn new oral vocabulary.

Contexts of interaction

Likely contexts for interaction are familiar classroom routines and structured and scaffolded settings. Students engage with resources and materials, and interact and exchange information and ideas with the teacher and peers.

Texts and resources

Students listen to, read, view and interact with a variety of short modified informative, imaginative and persuasive Chinese texts, including texts that are valued within Chinese culture and community. Texts written in characters may include a Pinyin glossary or character/vocabulary lists as appropriate.

Features of Chinese language use

Learning is conceptual and reflective as students develop their ability to share ideas about language and culture systems and develop their skills in mediating between languages and cultures. Learning and use focus on active exploration of the Chinese language system, which students draw upon to communicate their own ideas and engage in collaborative decision making and action.

Level of support

Correct language use is continuously modelled by the teacher. Students also utilise a range of resources, including online support materials, as well as dictionaries, character lists and glossaries.

The role of English

English is used when appropriate to allow for explanation and discussion and to reflect on students’ experiences in Chinese, comparing their everyday communication and experiences to those observed in Chinese language communities.

Years 7 and 8 Content Descriptions

Years 7 and 8 Achievement Standards